International Journal of Advanced Education and Research

International Journal of Advanced Education and Research ISSN: 2455-5746; Impact Factor: RJIF 5.34 Received: 22-06-2019; Accepted: 24-07-2019 www.alleducationjournal.com Volume 4; Issue 5; September 2019; Page No. 80-86

Teacher education in with special reference to privatization

Pritam Rajak1, Swami Tattwasarananda2 1 Research Scholar, RKMSM, , and Assistant Professor, Department of Education, Panchanan Barma University, Cooch Behar, West Bengal, 2 Principal, Sikshanamandira, Belur Math, Howrah, West Bengal, India

Abstract This paper is aimed at analysing the present status of teacher education in West Bengal with special focus on privatization. Further, it is an attempt to explore the present condition that exists in these institutions (Self-financed) in terms of their infrastructural facilities, student enrolment, teaching staff with their qualifications and salary of the teachers thereof. This study has been conducted on 20 self-financed colleges from the various districts of West Bengal such as , , , Murshidabad and Nadia etc. and 45 teachers were selected from these same institutions. For the data collection, the researcher carried out two separate data sheets developed by the authors. One of them was associated with the institutional basic information viz. institution type, student enrolment and infrastructural facilities etc. Another was associated with teachers’ qualifications, salaries and opinions regarding their job satisfaction etc. In the conclusion, it is found that few owners came from different business fields and they invested their money to earn effortlessly in the field of teacher education. 74.35% of the owners of these institutions belong to the businessmen spectrum ranging from rice mill owners, medical representatives to gold dealers etc. Teachers, politicians are also directly or indirectly involved in this. In most of cases, owners themselves, as well as their family members hold various positions in their own institutions as secretaries, principals, trustee members etc. At the end, the researcher asked to the teachers as to how satisfied they were with their jobs, most of the respondents replied that they were not satisfied with their service. Thus, they freely expressed the reasons e.g. their financial tribulations due to the nominal remuneration provided by the private institutions.

Keywords: teacher education, privatization, commercialisation, present status of west bengal

1. Introduction (LPG) which adopted in 1991 that was the first turning point Education helps in augmenting our knowledge. Without to move towards the privatization after independence. Since, education it is not possible to develop the sense of the education system has begun to expand education sector humanity. Education does not refer to achieving a particular rapidly. In consequences, private teacher education task or skill. It is the process in which includes all-round institutions was also growing rapidly. Privatization brings development of an individual like; social, cultural, the platform for education to established global network emotional etc. It not only concerned with individual where the learners as well as teachers exchange their development but also develop economically sound society. knowledge easily. In addition to being good, there are some These developments may be possible through a teacher. The bad aspects of it. It has also have some problems and issues teachers are a crucial part of education for making that are the primary concern of this paper. A study of Kumar the people more productive and resourceful so that they (2013) [10] comments that, the privatization of education has produce and enhance resources with increasing individual as increased to a precarious extreme, which has generated well as national income. This is why an educator has been numerous problems and challenges. Parvez & Shakir (2012) deemed ‘Nation Builder’. Banga mentioned that “Our India [13] in their study explore the present scenario of has a large number of teachers and needs many more”. privatization in teacher education and mentioned that, “So Since the learners’ achievement depends on a teacher, so the many money minded people are degrading the teacher teachers’ education also a very important part of education. education under the umbrella of privatization of Teacher In India, teacher education has played important role for Education”. It has impacted on the total development of the improving teachers’ quality especially at school education country. Teacher Education is related only to teacher’s through introducing various teacher training programs. The training. Because of the privatization of education, Teacher National Council for Teacher Education (NCTE) has define Education has become prone to marketization which has Teacher education as- A programme of education, research allowed the selling of degrees for jobs to fulfil some criteria. and training of persons to teach from pre-primary to higher For example, according to the Right to Education Act 2009, education level (cited in Lal, 2016) [12]. teacher-training has been regarded to be necessary for the The system of teacher has been appointment of teachers in the school level. The issues and strengthened a lot during the past couple of years (Goel & problems emerged from these self-financed teacher Goel, 2012) [7]. But the 21st century’s education follows the education institutions are primary concern of this study. policy of Liberalisation, Privatization and Globalization

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Present Status of Teacher Education Institutions (B.Ed.) Therefore, the standard of teacher education are degrading in West Bengal day by day. Sain & Kaware (2014) [15] examined the In the 21st century, the number of private teacher training challenges and quality of teacher education in India. This institutions particularly in West Bengal has enormously article aimed at making contributions to the ongoing debates increased. Goud (2017) identified that this may be for two in the challenges and quality of teacher education and the reasons, viz. there is a big social demand for B.Ed. and creation of a new knowledge base that can serve all D.Ed. which presumes at least some of the job placement endeavours at different levels for teachers’ quality and security. Secondly, these institutions provide a platform for development in different parts of the world. It conclude that money making. The self-financed colleges have come up to teachers should take the responsibility for achieving of a the record category. Today even the traditional granted student’s learning pathway and his own learning pathway colleges also have dearth of qualified and experience also. Chougle (2014) [4] carried out college teacher faculty. These colleges, what are they contribute to perception towards privatization of higher education in India production of quality for teachers as a matter of serious and found that most of the teachers believed that concern. privatization of higher education will bring in quality In the scenario of teacher education in West Bengal, the education with good infrastructure. Most of the teacher total number of B.Ed. colleges are 193. In the below table, educators supported that the issue surrounding the loans as the number of B.Ed. colleges are showing as per the NCTE an alternative mechanism for financing teacher education. listed as on 18th Oct. 2019. Rastogi (2015) [14] identified that the five important cost factors determining the cost per unit are, the number of Table 1: Teacher Training Institutes (B.Ed.) in West Bengal course on offer, process of course of development, use of

Govt. 8 part-time faculty, the choice of instructional media, and the Govt. Aided 3 total enrolment of the distance teaching institution. [2] University Department 6* Borgohain (2016) made a critical analysis on Univ. Dept. Self- Financed 1 commercialization of education system in India. This paper Private Aided 28 has focused on positive and negative impact of Private Unaided 49 commercialization on education system. It concluded that, Private 97 for the money minded people education has today become Total 193 on option to make money than providing quality education, * One under central university which also Chandwani & Bhomeagreed upon. Goud (2017) Source: www.ncte.org, Updated by: 18 Oct. 2019 [6] made a study on privatization and quality concerns in teacher education. In this study the author has showed the Table No. 1 shows the total number of B.Ed. colleges in present status of self-financing teacher education West Bengal. There are 193 institutions, among them only 8 institutions, role of heads, principal and HODs in quality colleges are run by the state government, on the other hand production. At the end, few suggestions were given to private aided colleges are 28, private unaided with 49 and improve and maintain the quality in these institutions. Dutta private colleges are 97. Hence, it has clearly observed that (2018) [5] conducted a study on privatization of secondary there is a huge-variances in number of colleges between the teacher education programme in West Bengal. The objective public and private involvements in the field of teacher of the study was to find out the availability of infrastructural education. facilities in private secondary teacher education institutions located in and around Malda region of West Bengal. This Literature Review paper has found very poor infrastructure facilities of these In a study of Parvez & Shakir (2012) [13] titled “privatization colleges, the findings were, insufficient class rooms, of teacher education in India: Some issues to ponder over”. laboratory equipment, library facility such as text books, Their study focused on emerging issues of privatization of journals, e-publication etc. and also have not sufficient teacher education in India. They also suggested that there is space for reading at library. Even not a separate toilet for an urgent need to stop the practice of commercialization of PWD. Kumari & Kumari (2018) [11] conducted a study titled teacher education to maintain the standard of teacher “Privatization and Commercialization of Teacher education as well as the quality of teachers also. Chandwani Education”. Their study showed the various issues emerges & Bhome (2013) [3] have tried to find out the impact of through privatization of teacher education such as; commercialization of education in India. At the end, they mushrooming of institutes, paucity of physical facilities, opined that for money minded people education has today crisis of values and moralities, isolation of teacher education only become an option to make money than providing department, irrelevant and out dated curricula etc. They also quality education to students. According to them, there is conclude with suggestions to enhance the quality through a strong need to change the basics of the education system, balanced relationship between public and private sector. not its pattern, in order to revive education's real There is a need for careful planning, enhanced financing and importance. Kaur (2013) [8, 9], in his article ‘Present Scenario evolving an enabling policy framework to make Teacher of Teacher Education in India’ showed the status of teacher education accessible, equitable and qualitative. education institutions and quality of teachers at the same After the detailed discussion we can observe from the above institutions. According to him, quality of teacher education literatures that most authors have showed their interested to programmes are varies across the institutions and study on status of teacher education institutions in terms of universities. He called these private funded institutions as infrastructural facilities, issues and challenges of teacher teacher education shop, where the degrees are selling to the education programme, impact of commercialization etc. In students. Furthermore, many institutions are earned money Parvez and Shakir’s article suggested that there is urgent through demanding high fees from the trainee teachers. need to stop practice of commercialize of teacher education

81 International Journal of Advanced Education and Research programme to maintain the standard of teacher education Materials and Methods and the quality of teachers, which Chandwani and Bhome Study Design also agreed with them. On the other hand Chougle opined The present study has followed descriptive in nature. that privatization brings quality in education but Dutta’s Normative survey method was used to collect the data from study has found poor infrastructure facility of the private the respondents. In the present study, all the private self- funded colleges. financing secondary teacher education institutions in West Through the discussion the present researchers want to Bengal which are offering 2-year B.Ed. programme through investigate how these institutions are making profit from regular mode are selected as population of the study. various source, what are the root causes for degrading the Purposive sampling technique was used to collect the standard of teacher education. Therefore, the investigator teachers’ opinion from the colleges. The present researcher found a knowledge gap and conducted a study on self- was developed two separate data sheets for collection of financed private colleges in West Bengal. data from the respondents. One of the sheets consists the institutional status and another one is for teachers’ opinion Need of the Study about their qualifications, experience, salaries etc. The chief and fundamental component of an education Participants process is a teacher. The quality of education is dependent In the present study, the researcher, having not been able to upon the teacher. Hence teacher training also forms a attend at all private institutions, selected only from 20 pivotal part in teaching. Expert knowledge in particular private (self-financed) secondary teacher education topic is important for the completion of any task. So, institutions from various districts in West Bengal as a without teacher training an education process is likely to be sample. Further, from these institutions the researcher has incomplete. But now a days, most of the training institutions collected data from 163 teachers. The teachers who were not especially in West Bengal are manage their requirements by present at the time of data collection were not included smallest number of staffs and poor infrastructure facilities. afterwards. Thus 163 teachers were selected as the sample. Therefore, the quality of teacher education are decreasing day to day and become commercialise through earning Statistical technique money in easy way. The collected data was analysed through percentage analysis The researcher found that several studies were conducted on method and explained the opinions of the teachers as per the different aspects of Teacher Education such as- present information sheet. status in India, Privatization, Commercialization, challenges, development, perception of college teachers on Results and Discussion privatization in education etc. But there any have been NCTE is a statutory body, it aims to control and improve insufficient studies conducted on status of self-financed quality in education through introducing various programs teacher education, especially in West Bengal. Thus the at different levels of school education in India. These researcher found here a knowledge gap in the field of programs has been provided through public or private teacher education. training institutes. Generally, these institutions are in many types such as Govt. aided, private aided/unaided, private, Statement of the Problem university departments etc. In the below table presents the Throughout the above discussion, the present researchers number of institutions in terms of college type which are have tried to investigate the present status of teacher offering two years B.Ed. programme in West Bengal. The education in West Bengal in respect to the present context. presented data in the table are prepared as per the NCTE Therefore, the title of the study stated as “Teacher recognised institutions by 18th Oct. 2019. Education in West Bengal with Reference to Privatization”. Table 2: Total No. of Teacher Training Institutions (B.Ed.) in Delimitation of the Study West Bengal

The present study has been delimited in following manners: Types of Colleges Numbers % of total colleges (out of 193) 1. The study has conducted only in West Bengal. Govt. 8 4.14 2. Samples are selected only from private self-financed Private Aided 28 14.50 B.Ed. colleges. Private Unaided 49 25.28 3. NCTE recognised institutions are included as samples. Private 97 50.25 Source: www.ncte.org, as on 18th Oct. 2019 Objectives of the Study 1. To know the present status of teacher education in West From the above table it is found that only 8 (4.14%) Bengal in respect to number of private institutions. colleges are running by the state government, whereas the 2. To compare the scenario of teacher education among private aided is 28, private unaided with 49 and private 97 the states of eastern region with reference to (50.25%). Around 75.64% colleges including private and privatization in terms of number of colleges. unaided colleges are controlled by self-financed. It is 3. To examine the institutional status of teacher education concluded that, in West Bengal, the private initiative in in terms of student enrolment, infrastructure facilities teacher education sector is very attractive than the etc. government sector. So the question comes in our mind, is 4. To find out the nature of mobilization of investment in these institutions (self-financed) maintain their standards by teacher education. providing quality education, what kind of strategies have 5. To analyse the discrimination in salary of the teachers’ been taken to improve quality education. of private B.Ed. Colleges. In the recommendation of National policy on education- 1986, the NCTE was established in 1995 as a statutory body

82 International Journal of Advanced Education and Research under the Ministry of Human Resource Development, Govt. and West Bengal. The western, southern and northern of India. Achieving planed and co-ordinated development of regional committees are located at Dwarkar, New Delhi. the system of teacher education throughout the country is The representative states under the western regional also a primary function of teacher education. To perform the committee are Gujarat, Chhattisgarh, Goa, Dadra Nagar functions assigned under the act through transparent, timely, Haveli, Daman and Diu, and . hassle free procedure, the NCTE has formed 4 regional In northern, the states are , Delhi, , committees viz. Eastern Regional, Western Regional, Himachal Pradesh, Punjab, , Uttar Pradesh and Northern Regional and Southern Regional. Earlier, it had Uttarakhand. Under southern, the states are Andhra Pradesh, four committees located at Bhubaneswar, Bhopal, Jaipur Andaman & Nicobar, Karnataka, Pondicherry, Kerala, and Bangaluru. Each committees has represents several Lakshadweep, Tamil Nadu, Telangana. In the below table states. Now the eastern regional committee located at shows a comparative view among the states of eastern Bhubaneswar, under this regional, the representative states region in terms of number of colleges with their types. In are Arunachal Pradesh, Assam, Bihar, , , addition, it also compare with West Bengal from the other , Mizoram, Nagalang, Odisha, , Tripura states with reference to privatization.

Table 3: The scenario of teacher education among the states of eastern region

Constituent College(s) University Dept. of Education Private Name of the Govt. and Unit(s) Dept. Deemed Govt. (University Self- Total States (Aided) Self- University Un- College/Unit State Central Financed) Aided Private Total Financed aided Arunachal 0 1 1 11 11 13 Pradesh Assam 22 1 1 50 50 74 Bihar 10 10 5 4 1 314 314 344 Jharkhand 4 21 1 1 1 109 109 137 Manipur 2 1 12 12 15 Meghalaya 2 1 3 4 6 Mizoram 4 1 0 5 2 7 7 9 Odisha 36 2 1 1 0 0 40 Sikkim 1 2 2 3 Tripura 2 1 1 1 3 3 8 West Bengal 8 3 5 1 1 28 49 97 174 192 Total 93 3 32 6 14 6 2 4 29 49 608 686 846 Source: www.ncte.org, As on: 18th Oct. 2019 is observed from the above table (Table No-3) that there are Many private institutes are maintaining their standards by twelve states under the eastern region. Among them, Odisha providing quality education. But it has less numbers. In the has the highest number of colleges with 36 that are run by below table shows the number of private (self-financed) the government wherein West Bengal it is with 8. It is also institutions that are maintain the facilities in their mention that there is no government colleges in Arunachal institutions like; residential facility for teacher as well as Pradesh in compare to the other states. The constituent student, bio-metric, internet service, psychological lab etc. colleges and units can be seen in Bihar follow by 15 colleges, Jharkhand with 22 and Tripura with 1. Maximum Table 4: Institutional Facilities number of constituent colleges and units are found in Residential facility Yes 10 Residential Facility Yes 14 Jharkhand and Bihar whereas there are no constituent for teacher No 10 for student-teacher No 6 colleges and units in the remaining states. In case of Yes 7 Yes 19 Bio-metric facility Internet University departments in the Eastern region, it can be seen, No 13 No 1 6 are located in West Bengal, 4 are in Bihar whereas Andhra Yes 18 Yes 17 Psychological Lab Computer Pradesh, Manipur, Jharkhand, Mizoram and Tripura have No 2 No 3 one respectively. Odisha and Tripura have only one Deemed Yes 20 Yes 8 Playground Yoga centre University each. Arunachal Pradesh, Bihar, Jharkhand and No 0 No 12 West Bengal have one department of Education which operate through the universities’ self-financed programme. From the above table (Table No. 4) shows the institutional There is one private aided college in Meghalaya where in facilities of the colleges in terms of their residential facility West Bengal it is 28 and 49 are private unaided. for teacher and student-teacher, Bio-metric facility, Internet When it comes to the scenario of private institutions in facility, Psychological lab, Computer facility, Playground Mizoram and Odisha, they have none. Among the private and Yoga Centre. It is found that among 20 colleges, 10 colleges in the eastern region, 109 colleges are in the colleges were replied that they have residential facility for Jharkhand, 314 are in Bihar and 146 are in West Bengal. teachers and 14 were for student-teacher. Only 7 institutions So it can be concluded from the above discussion that were operated through bio-metric facility, 19 were internet, among the 12 eastern regional states, West Bengal, Bihar 18 were psychological, 17 were computer facility for and Jharkhand are the three most top states in respect of students, 8 were yoga centre and all the colleges have their having the highest number of private B.Ed. colleges where own playground. West Bengal has ranked the second position. The investigator also observes that most of the colleges do

83 International Journal of Advanced Education and Research not have their own playground, but they showed the institutions were not filled with 14 seats. On the other side otherwise in the NCTE norm. those colleges have 50 intake capacity, 3 colleges are filled Still less number of colleges are full of adequate staff. They whereas one is not. Hence, it observed that, institutions’ are just managing the entire administration by lowest involvement in respect to student enrolment, it has been number of staff, whether it talks about teaching or non- seen less number of colleges were not filled but remain teaching staff. The table no. 5 has showing the status out of institutions were perform very well. 20 colleges in West Bengal. In many institutions’ owners are belong from other field. The investors invest their money into these such type of Table 5: Number of Staff colleges. Not only invest but also hold position in his/her

Below 10 3 Below 5 11 own college(s). It can be called the mobilization of Non- Teaching Below 15 13 Below 10 8 investment. Here, the investigator presented in a table, the teaching staff More than nature of mobilization of investment in teacher education 4 staff Below 15 1 15 and the positions hold in their own college(s).

It is found that 3 institutions having their teaching staff Table 7: Main Profession and their Current Position below 10 category, 13 colleges are below 15 and only 4 Profession-A 29 Current President 9 colleges are under more than 15 categories. Again, in case Profession of Profession-B 7 position of Secretary 2 of non-teaching staff, it has been seen, 11 colleges are the owner Profession-C 1 the owner in Teacher 7 below 5 category, 8 colleges are below 10 category and only Profession-D 2 the college Member 21 1 college are below 15 category. Hence, it is noted that few institutions are follow their When asked to the samples about their main profession of standard by maintaining the norms of NCTE. Remaining the owners, many responses were from them and that can be institutions are managing their infrastructure as well as categorised into 4 sections. Profession-A connotes education by providing degrees without proper training. ‘Businessman’, Profession-B connotes ‘Teaching’, The table no-6 represents the status of student enrolment Profession-C connotes ‘Spiritual Organisation’ and the last among the 20 colleges. Profession-D refers to ‘Politician’. Among 39 owners, 29 members are businessmen, 7 members belong to teaching Table 6: Status of Student Enrolment profession, only in one case, it has been observed that the

Students 100 (Full) Less 100 50 (Full) Less 50 institution is operated by spiritual organisation and 2 Enrolment 12 4 3 1 members are politician. Total no. of seats Out of 14 seats are Thus, it also reveals that these owners are involved in many Out of 200 5 seats left have not filled 1600 left positions of the college management. The president rank holds nine members in which 2 are secretary, 7 are teachers The above table shows the student enrolment of the colleges and another 21 are involved as trustee members including in respect to their intake capacity. 12 institutions are replied house wives, brothers, sisters etc. of the owners. that they have filled with 100 intake capacity, only 4

Table 8: Details of Teaching Staff

Total no. of Having M.Phil. (Pursuing/ Ph.D. (Pursuing/ Research Designation staff NET/SET Awarded) Awarded) Paper Principal/ HOD 5 1 0 5 3 Assistant Professor 152 9 12 4 35 TIC 6 0 0 0 2 Total 163 10 11 9 40

The researchers examined 163 teachers’ responses regarding Table 9: Salary Structure of the Teachers their qualifications. Out of them, 152 were assistant Salary Number of Teachers professors, 5 were principals and 6 had TIC. Only one had Less than 10,000 46 cleared NET and all responded as holding Ph.D. degree in Less than 15,000 47 principal/HOD. In the post of assistant professors, only 9 Less than 20,000 53 had cleared NET, where 12 were awarded/pursuing M.Phil. More than 20,000 17 and 4 were Ph.D. If we see in the above table 26, it is clearly indicated that all teachers engaged with research activities Investigate the discrimination in salary of the teachers, it is like seminar, articles etc. found from the table that 46 teachers are under less 10,000 The overall picture, by comparing the percentage analysis, categories, whereas 47 are less 15,000 categories, 53 are shows that only 6.13% have cleared NET, 6.74% are below 20,000 category and few number of teachers are pursuing/awarded M.Phil. and an unexpected level of under more than 20,000 category. percentage in having Ph.D. But in research activity, it shows From the results we can say that the salary of the teachers that 24.53% have engaged. are not properly followed and remunerated as per the The teachers are also paid salaries like other institution. But government order. Some of the teachers are not replied in case of private self-financed college, they paid negotiable about their salary. So that the result of quality of teachers amount. The discrimination in salary of the teachers’ of are not enhance through the proper training. private B.Ed. Colleges are presented in the below table.

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Table 10: Satisfaction with Salary where West Bengal has tiered the first position.

Response Male Female 12. In view of teaching staff and their sufficiency in the Satisfaction Yes 37 28 institutions, it is seen that most of the colleges does not with Salary No 65 33 possess adequate faculty. But it should be mentioned Satisfied with Yes 52 38 that often colleges are managing their programmes by this Job No 50 23 other teachers as well as non-teaching staff which replace scopes for permanent teaching staff through The Table 10 explores the responses of teachers about job dealing and recruitment on contractual basis and with a satisfaction and provided remuneration. It clearly indicates very low salary. Thus, from this research, variations in that the males are high in number (65) who were not teachers’ salary provided by institutions are addressed, satisfied with the given salary even among the females, (33) where 28.22 of the % teachers replied that they are paid there is the similar picture. amount less than Rs: 10,000 per month and 32.51% teachers’ salary is Rs: 15,000 respectively. Major Findings From the above discussion we have obtained the findings. Conclusion The major findings are: At the end, the following conclusion has been drawn from 1. In West Bengal, only 4.14% colleges are funded by the the entire analysis of the study particularly from the analysis state government whereas 75.64% colleges including of data. Teacher education is essential for the improvement private and private unaided are operated through self- of school education. In West Bengal, it comes to be financed. commercialised. Among them, some institutions hold their 2. Odisha has the highest number of government colleges standards with providing quality education. Although we with 36 while in Assam with 22. have noted from objective 2 that, some districts have more 3. Among the private colleges in the eastern region states, colleges than the enough demand of education, some were 15.88% of the colleges (109) are in the Jharkhand, colleges with inadequate modes by the student ratio. 45.77% of the colleges (314) are in Bihar and 25.36% Therefore, so many students are getting their degrees from colleges (174) are in West Bengal. places outside of their locality or districts or states. So there 4. We can see the information regarding institution’s are variations in listed districts regarding number of owner and the land 74.35% of which belongs to institutions. These districts have not been divided equally businessmen like rice mill owners, medical according to the student ratio. representatives, gold dealers etc. and also teachers, At present, the government of West Bengal has taken all politicians are directly or indirectly involved. In most of these B.Ed. colleges under one university which is named the cases, owners are in various positions in his own W.B.U.T.T.E.P.A. which is situated in . The institutions. university has functioned by taken policies and managing of 5. For instance, 23.07% are the presidents at colleges, the programmes for the development of teacher education. 5.12% are secretary, 17.94% are teachers and 53.84% Hence it is too difficult to manage these institutions in one are members of trustee boards. Thus, out of 14 way where the state of West Bengal ranked the first position respondents, 71.42% of the owners have more than one followed by the 52% among the eastern region. college and 3 have responded that their own campuses Last but not the least, it should be concluded that the are there. number of colleges have arisen in the last two decades and 6. Out of 163 teachers, 152 were assistant professors, 5 since then it keeps on spreading. From an economic were principals and 6 had TIC. Only one had cleared perspective, teacher education is also an important field of NET and all responded as holding Ph.D. degree in education which plays an important role in the economic principal/HOD. In the post of assistant professors, only growth of the society as well as the national income at large. 9 had cleared NET, where 12 were awarded/pursuing M.Phil. and 4 were Ph.D. If we see in the table no.26, it References is clearly indicated that all teachers engaged with 1. Banga CL. 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